Introduction
Education extends beyond mere subject matter instruction; its primary purpose is to teach individuals how to learn effectively, ensuring they can continue their education beyond school Ultimately, education serves as a "passport to life," empowering citizens with the essential skills to "learn to know, learn to do, learn to live together, and learn to be," as highlighted by the UNESCO International Commission.
Education are great challenges for both teachers and students of any major
Project-based learning (PBL) has gained significant traction in modern classrooms, enhancing educational quality and effectiveness more than ever before As schools shift from teacher-centered to learner-centered approaches, PBL is being integrated not only in natural and social sciences but also in second and foreign language instruction Although its application in language teaching is relatively new, global interest in PBL is rapidly increasing, highlighting its potential to transform language education.
In Vietnam, PBL has been receiving more and more attention in recent years, even in the English language classroom At the Faculty of English
At the University of Social Sciences and Humanities (USSH), Vietnam National University – Ho Chi Minh City, the concept of 'project' has gained significant traction among teachers and students, particularly through the implementation of Project-Based Learning (PBL) This approach is utilized to enhance both language skills—such as listening, speaking, reading, and writing—and specialized subjects like British and American Studies, Literature, and Translation Students, especially those in the Honors Program, are actively encouraged to engage in research projects from their first year Despite the widespread adoption of PBL by many educators, some remain hesitant to embrace this innovative teaching method.
To maximize the benefits of Project-Based Learning (PBL) in classrooms, a comprehensive examination of its advantages and implementation strategies is essential This study aims to explore the benefits of PBL within the English language classroom and provide a practical example of its application in a grammar course tailored for students majoring in English Linguistics and Literature.
Using project-based learning in the classroom
Definition of PBL
Project-Based Learning (PBL) is recognized as the most student-centered approach among communicative language teaching methods Despite extensive research on integrating projects into classrooms, a universally accepted definition of PBL remains elusive Various perspectives have led to different interpretations, with PBL described as a comprehensive instructional approach that engages students in sustained, cooperative investigations (Bransford and Stein, 1993) It is characterized as a learner-centered method that allows for in-depth exploration of significant topics (Grant, 2002) and as a teaching model that emphasizes central concepts and principles, involves meaningful problem-solving tasks, promotes student autonomy in constructing learning, and results in authentic, student-generated outcomes (Buck).
Institute for Education) Railsback, in her booklet entitled ‘Project-based
Instruction: Creating Excitement for Learning’, summarizes the ideas of many researchers into quite a detailed definition
Project-based instruction is a dynamic educational strategy where students engage in planning, executing, and assessing projects with real-world relevance This approach prioritizes long-term, interdisciplinary, and student-centered learning activities over brief, isolated lessons Rooted in constructivist principles, project-based learning draws from the theories of influential psychologists and educators like Lev Vygotsky, Jerome Bruner, Jean Piaget, and John Dewey.
Dewey Constructivism views learning as the result of mental construction; that is, children learn by constructing new ideas or concepts based on their current and previous knowledge
Most important, students find projects fun, motivating, and challenging because they play an active role in choosing the project and in the entire planning process
Project-Based Learning (PBL) is fundamentally a model that centers learning around projects, aimed at fostering deep understanding through technology and inquiry into relevant issues (Thomas, 2000; Wikipedia) Projects can vary in complexity, ranging from simple to intricate, and should include student input, connect to real-world contexts, integrate various language skills, and span several weeks to a full term (Eyring, 1997) Examples of such projects illustrate the spectrum of PBL, with simpler projects suited for beginners and more complex ones designed for advanced learners (Hutchinson, 1991).
Figure 2: A more complex project (Hutchinson, 1991:5)
‘In this project students from the town of Pécs in Hungary visited another town
During their time in the community, the team conducted interviews with local residents and documented their insights This project highlights that project work extends beyond the confines of the classroom and is not limited to the English-speaking context (Hutchinson, 1991:5).
In her inspiring presentation on Project-Based Learning (PBL) at the Thailand TESOL/Pan-Asian Consortium International Conference 2007, Stoller showcased a table illustrating the vast potential of integrating PBL into language classrooms This table serves as a valuable resource for teachers, helping them to evaluate the advantages of implementing specific projects in their language instruction.
Table 1: A few examples representing virtually endless possibilities of PBL (Stoller, Thailand TESOL/Pan-Asian Consortium International Conference 2007, handout)
The idea of ‘virtually endless possibilities’ is clearly explained in Alan and Stoller (2005:10):
In various educational environments, tasks that may seem simple can be categorized as projects, while more complex projects involve a comprehensive series of tasks that extend throughout an entire instructional unit These extensive projects enhance the learning experience, as students are actively involved in gathering, processing, and reporting information over an extended period, leading to greater engagement and deeper understanding.
Despite the absence of a universally accepted model for Project-Based Learning (PBL), numerous researchers have identified common criteria and features that define it Notable contributions to this field include studies by Thomas (2000), Arends (1998, as cited in Tessema, 2005), the Buck Institute for Education, and Adria Steinberg, highlighting shared characteristics that enhance the understanding and implementation of PBL.
Project-Based Learning (PBL) is characterized by several key features that enhance student engagement and learning According to Thomas (2000), successful PBL projects actively involve students in roles such as problem solvers and decision makers, fostering essential life and process skills The curriculum is centered around these projects, making them integral rather than peripheral Additionally, projects should connect with real-world issues to maintain student interest, as noted by various educators and organizations Collaboration and student autonomy are crucial, allowing for independence and responsibility in the learning process Lastly, PBL emphasizes both the process and the final product, encouraging integrated skill development and reflective practices throughout the project.
Project work is centered around students and focuses on creating a tangible end-product, but the process of reaching this goal is what truly enriches the experience This journey allows students to build confidence and independence while collaborating in a real-world environment on self-defined tasks, rather than following externally imposed directives.
Benefits of PBL
The emergence of Project-Based Learning (PBL) is attributed to significant advancements in learning theory and the necessity for education to evolve in response to a changing world (Buck Institute for Education, 2007) Research indicates that learners require more than traditional direct instruction; they must actively engage with and apply their knowledge to explore, negotiate, and solve problems As a Chinese proverb states, “Tell me and I forget Show me and I remember Involve me and I understand.” Successful learners develop robust strategies, and education aims to cultivate autonomous learners capable of continuous learning beyond the classroom This evolution in teaching and learning is crucial, but the rising popularity of PBL is also fueled by the modern demand for learners to acquire both knowledge and skills essential for success Today's workforce seeks high-performance employees who can plan, collaborate, and communicate effectively, while also emphasizing the importance of civic responsibility and preparing young people for their roles as global citizens (Buck Institute for Education, 2007).
Project-Based Learning (PBL) has deep roots in American education, tracing back over a century to the work of John Dewey and numerous educators who emphasized the advantages of experiential, hands-on, and student-directed learning Today, the benefits of PBL are well acknowledged, particularly in enhancing student motivation, involvement, engagement, autonomy, enjoyment, and creativity.
Effective implementation of Project-Based Learning (PBL) significantly boosts students' motivation, involvement, engagement, and autonomy, leading to a more positive attitude toward their educational experience.
Project-based learning is an effective strategy for engaging and motivating indifferent students, as highlighted by the Buck Institute for Education (2007) Tessema (2005) emphasizes that well-structured classroom projects stimulate writing and encourage students to actively participate in writing tasks According to Hutchinson (1991), project work is particularly motivating because it offers a personal experience and a sense of achievement This approach is well-suited for mixed-ability classrooms, allowing brighter students to showcase their knowledge without syllabus constraints, while slower learners can take pride in their accomplishments, often enhanced through the use of visuals.
In December 2002, the Canadian Modern Language Review published an article by Lee that highlights the benefits of Project-Based Learning (PBL) in second and foreign language classrooms The article emphasizes that PBL can be enjoyable, inspiring, and challenging while also being pedagogically valuable and feasible for both educators and learners Additionally, it notes that PBL contributes to enhanced content knowledge and language proficiency.
Project-Based Learning (PBL) in general education fosters in-depth understanding of subject matter, leading to significant academic gains that often surpass those achieved through traditional teaching methods Students engaged in PBL take greater ownership of their learning and are able to make connections across different disciplines, enhancing their overall educational experience (Boaler, 1999; Railsback, 2002).
A substantial amount of academic research, despite variations in design and methodology, consistently reinforces this perspective Summaries of key studies, such as the British Math Study, Challenge 2000, and the Connect program, are available in sources like Edutopia Staff (2001) and Thomas (2000).
In foreign language education, Alan and Stoller (2005:10) explain that PBL can result in ‘increased content knowledge and language mastery’ because
‘students are actively engaged in information gathering, processing, and reporting over a period of time.’ PBL can be used with students of all proficiency levels and
Project-Based Learning (PBL) effectively integrates language and content, ensuring that language is used in meaningful contexts (Lee, 2002) It transforms learners' perceptions of a foreign language from being "remote and unreal" to relevant and applicable in their lives, thereby bridging the "relevance gap." This approach not only enhances language acquisition by integrating it with other skills but also fosters communication between cultures (Hutchinson, 1991:12) Despite the strong support for PBL from studies in various fields, research specifically related to English teaching and learning presents mixed results, highlighting the need for further investigation in this area.
Research indicates that participation in English video production projects significantly enhances English skills and increases exposure to English materials among Japanese learners (Machida, Watanabe, & Shimazaki, 1991; Eguchi & Eguchi, 2006) Furthermore, Onoda (2000) found that producing an English news program improved students' listening abilities and critical thinking skills (Eguchi & Eguchi, 2006) Additionally, Levis and Levis (2003) demonstrate that a project-based approach is effective and practical for teaching research writing to nonnative English speakers.
Tessema (2005) highlights the effectiveness of project-based learning (PBL) in enhancing advanced students' writing skills by encouraging them to explore and express their ideas He asserts that instructors who implement PBL experience heightened student motivation and improved writing outcomes in second language instruction Similarly, Tomei, Glick, and Holst (1999) present a successful survey project in their freshman English classes in Japan, noting that PBL addresses various classroom challenges by increasing student input, making content relevant, and fostering creativity Additionally, students in Hosie’s classroom demonstrated confidence and enthusiasm in their speech-making abilities through the BrickLab project, further illustrating the benefits of PBL in education.
In her article "The Success of Project-Based Learning" (2002), Baum highlights a class led by Barbara Johnson, recognized as the "Massachusetts Adult Educator of the Year." Johnson organized a field trip for her intermediate ESOL students, empowering them to take the lead on their project with minimal guidance Following the trip, the students successfully created a presentation focused on whales and the whaling industry, showcasing the effectiveness of project-based learning.
Barbara's class is gearing up for a presentation aimed at the learning center staff, focusing on whales and the whaling industry To enhance their speaking skills, a literacy volunteer is assisting the students in projecting their voices clearly Additionally, they are preparing photographs and displays, while several students are independently creating a PowerPoint presentation to enrich their program.
They have even figured out how to incorporate whale sounds from a
CD into their presentation The students feel confident that they can handle staff questions Thus, they have truly been empowered: the students are teaching the teachers!
Baum, an ESOL teacher, is intrigued by the contrast between Europeans, who effortlessly master multiple languages—from professionals to everyday workers—and the challenges faced by new immigrants in the United States as they struggle to learn English.
‘learning can evolve with resounding success in a classroom when the teacher grants her trust to her students.’
Research indicates that Project-Based Learning (PBL) may not be beneficial for English language learners, as highlighted by Beckett's study (2002) ESL students reported dissatisfaction with PBL, stating it hindered their ability to learn from teachers and textbooks, while teachers observed a decline in student respect and attendance.
A study by Eyring (1997) examined the effectiveness of project work in university-level ESL instruction by comparing a summer ESL course utilizing project work with two conventional ESL classes Data collected through classroom observations, researcher-student interactions, and student surveys indicated that both teachers and students in the project group expressed dissatisfaction with the experience Although the project group reported higher satisfaction levels than the comparison groups, the goals achieved were primarily non-academic, focusing on aspects like increased sightseeing opportunities and a lighter workload.
The way of introducing PBL into the English language classroom
The integration of Project-Based Learning (PBL) into English language classrooms has occurred later than in other academic disciplines While definitions and approaches to PBL vary, there is a consensus among educators and researchers that successful implementation necessitates multiple developmental stages.
Fried-Booth (2002) identifies three essential stages in project development: planning, implementation, and product creation, and offers a detailed multi-step procedure to assist teachers in implementing Project-Based Learning (PBL) in English language classrooms In contrast, Wrigley (1998) outlines that typical project phases encompass topic selection, planning, research, product development, and sharing outcomes, as referenced by Moss and Van Duzer (1998).
In 2002, practical tips for teachers on implementing project-based learning (PBL) were outlined, focusing on selecting appropriate project topics, defining project context, objectives, and products, as well as designing activities and providing language support to enhance the experience for both teachers and students Railsback (2002) emphasizes key considerations for effectively structuring PBL in the classroom, including essential project elements, innovative ideas, potential pitfalls to watch for, strategies to avoid these pitfalls, and the importance of assessing project work alongside professional development for educators Additionally, Grant (2002) highlights common features present in various PBL implementations, underscoring the versatility and adaptability of this teaching approach.
‘(a) an introduction to “set the stage” or anchor the activity;
(b) a task, guiding question or driving question;
(c) a process or investigation that results in the creation of one or more sharable artifacts;
(d) resources, such as subject-matter experts, textbooks and hypertext links;
(e) scaffolding, such as teacher conferences to help learners assess their progress, computer-based questioning and project templates;
(f) collaborations, including teams, peer reviews and external content specialists; and
(g) opportunities for reflection and transfer, such as classroom debriefing sessions, journal entries and extension activities.’
Sheppard and Stoller (1995) proposed an eight-step sequence for project work, which was later refined into a ten-step process by Stoller (1997) after extensive testing in various educational settings This new model, illustrated in Figure 3 on page 23, offers a structured approach to project work, helping both teachers and students create meaningful projects that enhance content learning and provide targeted language instruction Importantly, this model aligns with previous frameworks while clarifying their concepts, emphasizing the active role of students in their learning journey without diminishing the teacher's crucial role Although the teacher transitions from being the primary knowledge provider to a facilitator, they remain essential in guiding and supporting students throughout the project process (Buck Institute for Education, 2007).
Alan and Stoller, 2005; Malcolm and Rindfleisch, 2003; Fried-Booth, 2002;
Raisback, 2002; Wrigley, 1998; Sheppard and Stoller, 1995) It is interesting to note that
Effective project-based learning hinges on strong leadership skills that enable teachers to guide students toward their goals while navigating potential challenges Teachers must cultivate a tolerance for ambiguity and possess conflict resolution skills, along with the self-confidence to persevere when projects face difficulties Inexperienced teachers may struggle, either by overestimating students' abilities to manage projects independently without proper preparation or by not allowing students to take the lead when they are capable.
This role of the teacher is shown in steps I, II, III, IV, VI and VIII of Figure
3 The planning steps (I, II, III) are of crucial importance in PBL, for the key to successful orchestration of PBL is good preparation (Fried-Booth, 2002; Sheppard and Stoller, 1995; Hutchinson, 1991) The language intervention steps (IV, VI and VIII) ‘will help students complete their projects successfully and will be appreciated by students because of their immediate applicability and relevance’ (Stoller, 1997) Fried-Booth (1982; as quoted in Lee, 2002) also sees the importance of providing students with plenty of language support throughout the project to enable it to operate ‘within the students’ language learning capacity’
Figure 3: 10-step sequence of activities for PBL (Stoller, 1997)
Stimulating grammar learning through project-based tasks
Many educators have explored the effectiveness of Project-Based Learning (PBL) by implementing it in their English language classrooms, sharing valuable insights and experiences through noteworthy publications.
Numerous studies, including those by Steppard and Stoller (1995), Stoller (1997), Tomei, Glick, and Holst (1999), Lee (2002), Alan and Stoller (2005), and Tessema (2005), explore various projects that demonstrate their relevance to English as a Foreign Language (EFL), English for Specific Purposes (ESP), and English for Academic Purposes (EAP) classrooms Notable examples include the "Purchasing a Computer" project designed for business English (Steppard and Stoller, 1995), the American elections project (Stoller, 1997), and a successful survey project implemented in freshman English classes at a national university in Japan (Tomei, Glick, and Holst, 1999), as well as the "Build a Green Home" project (Lee, 2002).
In 2002, a project was initiated where students assessed the effectiveness of the local tramcar system (Alan and Stoller, 2005) Additionally, Tessema (2005) implemented a successful writing task designed for a group of advanced students, highlighting the value of practical projects in educational settings.
Gaer (1998) was also very interested in the possibilities of using a project- based curriculum after reading Elsa Auerbach’s book, Making Meaning, Making
In her article "Less Teaching and More Learning: Turning from Traditional Methods to Project-Based Instruction," Gaer explores effective strategies for enhancing language skills through project-based learning (PBL) in her ESOL classroom for immigrant students in central California She implemented engaging projects such as writing recipes, sharing cultural folktales, and publishing a newspaper, which significantly improved student participation and learning outcomes Gaer's findings resonate with educators and researchers alike, as they strive for the ideal of achieving "less teaching and more learning" in their instructional practices.
In order to show the practical aspects of using PBL ideas in an English grammar classroom, this paper describes a project implemented in a grammar course for English-majored students
The evolution of language teaching reflects the changing significance of grammar and its instruction across various methodologies Language educators frequently question the necessity of grammar teaching, its effectiveness, and the best approaches for classroom instruction, leading to ongoing debates in the field.
There is a lack of agreement regarding the effectiveness of explicit grammar instruction, with many believing it may be detrimental to language learners Notably, playwright Oscar Wilde famously criticized the value of explicit instruction across various fields.
‘Education is an admirable thing, but it is well to remember from time to time that nothing worth knowing can be taught’ Also, Krashen insists, ‘learning does not
The 'comprehensible input' hypothesis emphasizes the crucial role of understanding in second language acquisition, proposing that input just beyond a learner's current linguistic level, yet still comprehensible through context, is essential for success This theory suggests that grammar instruction is less significant in the language learning process.
Swain highlights the significance of comprehensible output in language learning, contrasting with Krashen's focus on comprehensible input His research on Canadian immersion programs revealed that while children received extensive comprehensible input and achieved high comprehension levels, their productive language skills did not reach the same heights This led Swain to conclude that comprehensible input alone, without opportunities for learners to produce language, is inadequate for effective language acquisition.
Some researchers and cognitive theorists maintain an optimistic view of explicit instruction in language acquisition, suggesting it plays a significant role, albeit minor Ellis posits that conscious knowledge facilitates acquisition by helping learners notice L2 features in meaning-focused input that might otherwise be overlooked Skehan identifies two ways explicit instruction influences acquisition: it prompts learners to engage with new forms and structures, and it encourages ongoing effort by reminding them they have not fully mastered the interlanguage system of the target language, thereby reducing the risk of inflexibility and fossilization Furthermore, explicit grammar instruction highlights the vastness of knowledge while acknowledging learners' limited and imperfect understanding, aiding in the retention of language structures.
Some researchers advocate for explicit grammar instruction in the classroom, emphasizing its effectiveness when integrated with communicative activities (Harmer, 1987; Lightbrown and Spada, as cited in Nunan, 1999) This approach is particularly beneficial for adult learners (Harmer, 1987) and is considered superior to focusing solely on accuracy or fluency (Lightbrown and Spada, as cited in Nunan, 1999).
Explicit grammar teaching is gaining traction among grammar teachers, particularly in adult classrooms, where it is viewed as essential for efficient learning According to Brown (1994), when appropriate techniques are employed, focused attention on grammatical forms significantly aids the learning process The effectiveness of explicit grammar instruction in adults compared to children can be attributed to several factors, notably cognitive abilities, proficiency levels, and motivation.
University students majoring in English are at upper-intermediate and advanced levels, reflecting their maturity and cognitive abilities As adults, they possess distinct advantages over children, which enhances the teaching and learning processes in classroom settings Treating these learners as adults acknowledges their advanced capabilities and fosters a more effective educational environment.
Adults possess advanced cognitive abilities, enabling them to handle abstract grammatical concepts with greater memory capacity and self-confidence They are also acutely aware of their study objectives, allowing them to take ownership of their learning by setting relevant goals independently This self-directed approach enhances their educational experience.
‘a strong instrumental motivation’ (Els, 1984:107) All of these factors are found to support grammar learning in the classroom and account for adults’ greater success in learning than children
Brown emphasizes the importance of practical language use over abstract generalizations, stating that mere knowledge of grammar is insufficient for adults Effective communication requires learners to apply grammatical knowledge in real-life contexts, rather than relying on isolated sentences or rote memorization of rules Engaging with grammar in meaningful situations is crucial for developing true communicative competence.
Effective communication relies on a structured understanding of grammar and shared language conventions (Savignon, 1991:268) While basic conversations may occur without grammatical knowledge, complex discussions or writing require a solid grasp of grammar For instance, translating academic documents without understanding grammar can lead to misunderstandings, regardless of access to extensive dictionaries Therefore, grammar must be a fundamental component of language education, emphasizing the creation of optimal learning environments that blend explicit grammar instruction with communicative activities Ultimately, the aim of grammar teaching should be to enhance language proficiency and communication skills, reflecting the true essence of grammar.
The following project was developed for a class of twenty freshmen whose major is English Linguistics and Literature and who are from the ‘Honors
Program’ The project was implemented in a grammar course of 45 class hours (45 minutes / class hour) that I was teaching over a 15 week period from February
2007 to June 2007 in USSH, Vietnam National University – Ho Chi Minh City This was the first grammar course that these students took at university
Conclusion
This article outlines the concept of Project-Based Learning (PBL) and its application in English language classrooms, exemplified by a project integrated into an English grammar course Effective PBL requires meticulous preparation and planning, as well as adaptability from the teacher, since the selection and implementation of projects depend on the unique dynamics of each class and subject While PBL presents challenges in its execution, it holds significant potential benefits and can address various issues encountered in education.
Further research on the implementation of Project-Based Learning (PBL) in Vietnamese English language classrooms is essential This will provide teachers with a solid foundation to confidently apply PBL, enabling students to take charge of their own learning and develop into independent language learners in the future.
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